Unit5my clothes教案四课时资料讲解.docx

1、Unit5my clothes教案四课时资料讲解 Unit 5 my clothes1、单元整体分析本单元是人教版英语四年级下册的第五单元，单元的话题是“My clothes”。本单元通过不同的场景，提供了表述物品的主人，询问并回答物品的主人的句型。共三个版块:A 部分，B部分和C 部分。A部分包括重点词汇、情景对话和语音，共三个课时。第一课时呈现了Sarah和Amy逛服装店的情景，引出对某件衣物的喜好的句型I like .第二课时Amy在体育课结束后与老师之间的对话的情景，引出了句型Are these .? Yes, they are./ No, these arent. Is this.?

2、 Yes, it is./ No, it isnt. 第三课时通过呈现一些含有-le字母组合的单词、听力活动，掌握-le的发音规则。A部分重点掌握三会单词、句型Are these .? Yes, they are./ No, they arent. Is this.? Yes, it is./ No, it isnt.和-le字母组合的发音规则。B部分包括重点词汇和情景对话，分两个课时。第一课时Sarah找不到需要的衣物向妈妈寻求帮助，通过交流衣物的颜色、位置, 很自然的引出了句型Where are my new socks? What colour are they? 第二课时Sarah和弟

3、弟Sam帮妈妈整理衣物，呈现了询问某物的主人及回答的句型Whose coat is this? Its mine. Whose pants are those? They are your fathers.重点掌握三会单词和句型Whose. are/is.? Theyre/Its. 最后把最后把读和写、听音检测、看图连线、歌曲和C部分的故事合成一个课时，重点是综合运用本单元所学词汇和句型。二、单元教学目标1. 知识目标（1）能够听、说、认读衣物类单词：clothes, hat, skirt, pants, sress, coat, shirt, jacket, sweater, shorts,

4、 socks（2）能够听、说、认读句型：Are these yours? Yes, they are./ No, they arent. Theyre Chen Jies.Is this yours? Yes, it is./ No, it isnt. Its Mikes.Whose coat is this? Its mine.Whose pants are those? Theyre your fathers.（3）能够按意群朗读与夏令营有关的短文。（4）能够掌握字母组合-le的发音规则，即在单词末尾发/ l/。2. 能力目标（1）能够正确使用衣物类单词介绍衣着。（2 能够在情境中运用句型

5、Are these yours? Yes, they are./ No, they arent. Is this yours? Yes, it is./ No, it isnt.询问并回答物品的主人。（3）能够在情境中运用句型Whose coat is this? Its mine. Whose pants are those? Theyre your fathers. 询问并回答物品的主人。（4）能够在情境中恰当运用句型Its Mikes. Theyre Chen Jies.表述物品的主人。（5）能够读出符合-le发音规则的单词；并能根据读音拼写符合-le发音规则的单词。（6）能够在有意义的

6、语境中仿写句子These are. This is.3. 情感目标建立朴素大方的审美观，养成及时整理个人物品的习惯。三、教学重难点1.教学重点 （1）能够听、说、认读衣物类单词：clothes, hat, skirt, pants, sress, coat, shirt, jacket, sweater, shorts, socks（2）能够听、说、认读句型：Are these yours? Yes, they are./ No, they arent. Theyre Chen Jies.Is this yours? Yes, it is./ No, it isnt. Its Mikes.Wh

7、ose coat is this? Its mine.Whose pants are those? Theyre your fathers.（3）能够掌握字母组合-le的发音规则，即在单词末尾发/ l/。2.教学难点 （1）询问并回答物品主人句型的灵活运用。（2）字母组合-le的发音规则的掌握和运用。 四、教学方法活动教学法、任务型教学法、合作探究法、情景教学法、交际法、 五、教学时间 本单元共分4个课时来教学。 第一课时 A. Lets learn A. lets do 第二课时 A.Lets talk A. Lets play A.Lets spell 第三课时 B.Lets learn

8、lets find out B.Lets talk Lets find out 第四课时 B.Read and write B.Lets check lets sing C. Story time第一课时教学目标1.知识目标 （1）能够听、说、认读单词：clothes, hat, skirt, dress, pants。 （2）能够听、说、运用句型I like that green skirt/those pants.2.能力目标（1）培养学生手、耳、眼、脑各个部分的综合运用协调能力。（2）培养学生小组合作学习的能力。3.情感、策略、文化等有关目标培养学生积极运用所学的语言进行表达和交流，注意

9、观察生活及运用所学英语知识，激发学生学习英语的兴趣，树立学好英语的信心。鼓励学生自主、合作、探究的学习行为。教学重点：（1）能够听、说、认读单词：clothes, hat, skirt, dress, pants。（2）能够听、说、运用句型I like that green skirt/those pants.教学难点：（1）能够正确的运用句型I like that/ those.表达自己对某件衣物的喜好。（2）this-these, that-those的区别。教学准备：1单词卡片2. 教学挂图及flash 教学方法：任务型教学法、合作探究法、情景教学法教学过程：1、热身复习（Warm-up

10、/Revision）1. Greeting2. Ask and answerT: What are these?S1: They are tomatoes.T: Are these carrots?S2: Yes, they are.2、呈现新课 （Presentation）Lets learn1. Learn the new words “clothes, hat, skirt, dress, pants” (1)利用简笔画，呈现和学习单词clothes。T: This is a shop.（教师边画边说。）What kind of shop is it? Guess? （引导学生猜测。）S

11、1: Vegetables shop?T: No, it isnt.S2: Fruit shop?T: No, it isnt.Ss: Its a clothes shop.(引导学生说出。板书clothes，教读、指名读，齐读。) (2)利用图片，学习hat, skirt, pants, dressa. T: What does it have in the clothes shop?（教师张贴图片hat。） T: Whats this? Ss: Its a hat.（板书单词hat，联系cat, 自己拼读，指名读，带读，齐读。）b.用同样的方法学习skirt, dress, pants。

12、着重介绍pants的意思和用法。c. 给单词单复数分类。 (3)听录音，跟读单词两遍。 (4)小组练读单词。 (5)课件呈现衣物，学生认读单词。教学资源：课件、图片 2. Learn the sentences.(1)T: I like that green dress. What about you?（课件呈现帽子、短裙、连衣裙。）学生说说自己喜欢哪一件：I like that.(2)T: I like those black pants. What about you?(课件呈现不同颜色、款式的长裤。) 学生说说自己喜欢哪一条: I like those .(3)教师讲解that-thos

13、e，this-these的区别。(4)播放Lets learn录音，跟读录音。(5)创编对话。3. Lets do (1)课件呈现版块图片，播放录音，跟读录音。(2)师生合作，说指令，做动作。3、趣味操练 （Practice）clothes, hat, skirt, dress, pants I like this/ that. I like these/those.Do pair work with partner.4、总结、作业（summary&homework）T: What did you learn about this lesson? 学生自由说，教师总结。 1. 学习了表示衣物的

14、单词：clothes, hat, skirt, dress, pants 2. 表达自己对衣物的喜好，句型：I like this/ that. I like these/those.5、板书设计（blackboard design）: Unit 5 My clothes 第一课时 I like that_. I like those_. 第二课时教学目标：1.知识目标 (1). 能够听、说、认读句型：Are these yours? Yes, they are./ No, they arent. Theyre Chen Jies.Is this yours? Yes, it is./ No,

15、 it isnt. Its Mikes.(2). 能够理解对话大意。(3). 能够通过例词发音，观察例词结构中共有的特征，学习-le在单词中发/l/的规则。 能够根据-le的发音规则拼读单词。(4) 能够在语境中理解新词yours，并能正确发音。2.能力目标（1）培养学生手、耳、眼、脑各个部分的综合运用协调能力。（2）培养学生能够将所学知识运用到生活实际等情境中去。3.情感、策略、文化等有关目标（1）鼓励学生大胆发言，激发学生用英语表达的热情。（2）培养学生积极运用所学的语言进行表达和交流，注意观察生活及运用所学英语知识，鼓励学生自主、合作、探究的学习行为。教学重点：（1）能够听、说、认读句型

16、：Are these yours? Yes, they are./ No, they arent. Theyre Chen Jies.Is this yours? Yes, it is./ No, it isnt. Its Mikes.（2）能够理解对话。（3）-le的发音规则。教学难点：能够在情景中运用句型：Are these yours? Yes, they are./ No, they arent. Theyre Chen Jies. Is this yours? Yes, it is./ No, it isnt. Its Mikes.能够根据-le的发音规则拼读单词。教学准备：1. 单

17、词卡片2. 教学挂图及flash 教学方法：任务型教学法、合作探究法、情景教学法教学过程：1、热身复习（Warm-up/Revision）Greeting and review some words. 2、呈现新课（Presentation）1. 教学句子：Are these yours? Yes, they are. They are xxxs. (1) 教师利用实物“pencils”，教学Are these yours?。 a. T: Are these your pencils?(教师边走边问，直到找到主人。) S1: No, they arent. T: Are these yours

18、? S5: Yes, they are. T: They are .s.（板书句子Are these yours? Yes, they are. They are xxxs. 讲解yours, 理解句子，带读句子，齐读句子，着重讲解人名后的s。） b. 教师出示几本书或几只笔，同桌创编对话。A: Are these yours?B: No, they arent. They are .s. (2) 教师利用实物“pen”，教学Is this.s? a. T: Whose hat is this?（教师指着一名学生问。）Is this.s?（板书句子，引导学生用该句型猜测。）S1: Is thi

19、s .s?T: No, it isnt. Its .s. （板书句子。带读句子，理解句子。） b. 教师出示一个书包，同桌创编对话。A: Is this .s?B: Yes, it is. Its .s./No, it isnt. Its.s.2. Lets talk(1)课件呈现Lets talk的第一幅图。 T: Look at these students. They are wearing T-shirts and shorts. Now what time is it? Ss: Its 4 oclock. T: Yes. Its time for the students to go

20、 home. Lets watch a cartoon.（播放动画。）What are Amy and her teacher talking about? Ss: Shoes and hat.(2) Read the dialogue with some questions. Are these shoes Amys? What colour are Amys shoes? Is this hat Mikes?(3)小组讨论问题，师生解决问题。(4)听录音跟读录音。(5)分角色朗读对话。Lets spell1. 归纳总结-le的发音规则 (1)板书句子Some people are look

21、ing at the little apple on the big table。 (2)学生找出包含相同读音的单词，教师在相应的单词下面划线。 (3)学生朗读单词people, little, apple, table。 (4)观察单词中的共有特征，关注-le的发音，鼓励学生自己归纳-le的发音/l/。2. 学习歌谣。(1)呈现歌谣文字并播放录音，学生跟读。(2)学生朗读带有-le的单词。3. 完成(1)呈现本题中的词组，大声朗读。(2)出字母组合-le并划线。(3)播放录音，跟读。4. Look, listen and write. (1)看图，鼓励学生先说一说图片的内容，再听录音并补充句

22、子。 (2)师生核对答案。三、作业分层，自主发展听Lets spell部分录音；Workbook.4、板书设计（blackboard design）:Unit 5 My clothes 第二课时A Lets talkAre these yours?No, they arent. /Yes, they are. They are .s.Is this .s?Yes, it is./No, it isnt. Its .s.A Lets spellSome people are looking at the little apple on the big table.pelple applelitt

23、le table -le /l/5、教学反思（teaching reflection）第三课时教学目标1、知识目标 （1）能够听、说、认读单词：coat, shirt, socks, jacket, shorts, jacket （2）能够听、说、认读句型：Where are my new socks? What colour are they? White.（3）引导学生养成及时整理个人物品的好习惯。 （4）.能够理解对话大意。能够用正确的语音、语调朗读对话。2.能力目标（1）培养学生手、耳、眼、脑各个部分的综合运用协调能力。（2）培养学生能够将所学知识运用到生活实际等情境中去。3.情感、策

24、略、文化等有关目标（1） 培养学生热爱大自然的良，好习惯培养学生学习英语的兴趣，梳理学好英语的信心（2）培养学生积极运用所学的语言进行表达和交流，注意观察生活及运用所学英语知识，鼓励学生自主、合作、探究的学习行为。教学重点：（1）能够听、说、认读单词：coat, shirt, socks, jacket, shorts, jacket （2）能够听、说、认读句型：Where are my new socks? What colour are they? White.教学难点：能够熟练运用句型Where are my .? What colour are.? 就衣物的位置和颜色展开问答。教学准备

25、：课件、flash 教学方法：TPR， 小组合作。教学过程1、热身复习（Warm-up/Revision）Oral English practice.二、呈现新课 （Presentation）1.教学 B.Lets learn 1. Learn the new words (1) Teaching “shirt and coat” a. T: This is a skirt. （教师呈现上个环节的skirt的图片。）（板书skirt, 齐读两遍，变换字母，将k换成s，学生自己拼读，带读，课件呈现吴一凡穿衬衫的图片，理解词义。） b. T: What colour is the shirt? S

26、1: Its . T: What colour is the coat?(板书单词coat，联系单词goat的发音，试着自己拼读，指名读，领读，齐读。) (2)Teaching “sweater and jacket” a. T: Its cool. What can I wear?（课件适时呈现毛衣和皮夹克的图片。）依次带读单词jacket, sweater。（板书单词jacket, sweater，着重er的发音。）b. T: Where are my jacket and sweater?（呈现毛衣和皮夹克在床上的图片。） Ss: Theyre on the bed. (3)Teachi

27、ng “shorts and socks” a. T: What are these? Are they pants?（教师指着学生的短裤。） Ss: No, they arent. T: They are.（板书单词shorts，将单词拆开引导学生自读，指名读，领读，分组读。） b. T: What are these?（教师呈现袜子的图片和单词，联系单词clock, 拼读单词，指名读，领读，齐读。） c. T: What colour are my scoks? Ss: They are white.T: Where are my socks? Ss: Theyre on the chai

28、r. (4) Listen to the tape and follow the tape. (5)同桌练读单词。 (6)升降调齐读单词两遍。 (7)按单数、复数给单词归类。2. Lets learn(1) T: Look at the picture.（呈现Lets learn插图。）Sarah is looking for her.(socks.) Where are Sarahs socks? Ss: Theyre on the floor. T: What colour are they? Ss: White. (2)播放录音，跟读录音。 (3)创编对话。Where is my.? W

29、hat colour .?3. Lets find out (1)T: Youre going on a trip. What do you want to wear? Choose and colour. (2)指名描述 I want to wear my .2.教学 Lets talkLets talk1. Teaching “Whose . is this? ”及答语。 (1)T: Whose coat is this?（板书句子，教学whose, 理解whose，领读，跟读，强调和who的区别。指名读句子，理解句子。） (2)T: Then whose coat is this？（教师

30、呈现Amy, Mr Jones, Miss White的人物图片。） S1: Its Mr Jones.（板书句子，带读句子。） (3)Do practice in pairs。 （教师呈现一条女裙、一条长裙、一顶绅士帽的图片，两人一组做对话练习。） 句型：Whose . is this？ Its.s.2. Teaching “Whose . are those?” 及答语。 (1)教师呈现一条男士西裤的图片。 T: What about the pants? Whose pants are those?（板书句子，指名读，理解句子，齐读句子。） Ss: Theyre Mr Jones.（板书句子，齐读句子。） (2) Do practice in pairs。（教师呈现一双高跟鞋、一条女童长裤的图片，两人一组做对话练习。） 句型：Whose . are these？ They are.s.三、练习（Practice）：1. Act the dialogue. 三人一组，一人扮演“妈妈”，一人扮演“Sam”，